Accommodations and Modifications for English Language Learners

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

Chapter 8: Accommodations and Modifications for English Language Learners is part of a larger resource manual from the Illinois State Board of Education titled Serving English Language Learners with Disabilities. As noted in the manual's forward, its purpose "is to provide school districts with recommended guidelines to facilitate the identification and delivery of services for English language learners who may have disabilities." Chapter 8 provides an overview of accommodations and modifications that can be used with English language learners (ELLs). The chapter addresses the following questions:

"What does it mean to make accommodations and modifications for ELLs with disabilities?"

When students with disabilities participate in inclusive settings, the goal is for them to have access to the general education curriculum and the opportunity to learn the content being taught to all students in that setting. This goal is facilitated by making accommodations for the special learning needs of the students, modifying the curriculum and adapting instruction as needed. For ELLs with disabilities, language and culture concerns should be considered together with special learning needs in order for students to develop their full potential and benefit from instruction in the general education curriculum.

"What do teachers need to consider before selecting accommodations and modifications for ELLs with disabilities?"

Prior to choosing, developing and implementing appropriate modifications and accommodations, the classroom teacher needs to understand and consider an "array of factors impacting the student, school staff, family, instruction, along with the school and classroom environments."

"What variables must be addressed for successful inclusion of ELLs with disabilities in general education classrooms?"

The variables to be addressed include "team and coordination of services, comfort and confidence with students and program, consistency of instruction, determining language(s) of instruction, native language support, encouragement of the use of the native language, home/school partnerships."

"What are some specific strategies that general and special educators can use with ELLs with disabilities in inclusive classrooms?"

As noted in the chapter, such strategies include:

• Reality-Based or Experiential Models
• Explicit Teaching
• Scaffolding
• Focus on Content Over Form
• Understandable Input
• Multimodal Approach
• Monitor the Student for Fatigue
• Monitor and Attempt to Reduce Frustration
• Provide "Wait Time" and "Think Time"
• Respond to Communication Attempts
• Appropriate Questioning
• Check Frequently for Comprehension
• Peer Tutoring
• Preview-View-Review Technique
• Preventative Approach to Behavior and Discipline

The chapter concludes by noting that, "The modifications and accommodations which are chosen for implementation with ELLs with disabilities are more likely to be successful with a collaborative and optimistic approach by all those involved: school staff, parents and the students."

To read the complete chapter, click on the source document and scroll down to page 114.

Source:

Serving English Language Language with Disabilities: A Resource Manual for Illinois Educators, Illinois State Board of Education 2002; Chapter 8 Accommodations and Modifications for English Language Learners, pp 114-125

This document has been funded with State of Illinois funds from the Illinois State Board of Education. Copyright © 2002, Illinois State Board of Education, Springfield, Illinois, reprinted by permission.

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